Psychological Institute named after L. G. Schukina

Prerequisites for the foundation of the Institute

In fact, the prehistory of the Institute of Psychology in Moscow begins with the relocation of Kiev professor George Ivanovich Chelpanov and the beginning of his work in 1907 at Moscow University as a professor of philosophy and head of a seminar on psychology, including experimental psychology. On the basis of the seminary, Chelpanov taught speculative psychology in the tradition of the Moscow Psychological Society , and from 1909 he began to conduct empirical research. As a result of the increase in the number of students at the seminar and the growth of the lecturer's ambitions, the process of creating an independent institution began ^[2] . The project required not only government approval, but also substantial funding. Soon a source of funding was found, the approval of the authorities and the university administration was received, and the project went into a phase of practical implementation, which was not hampered by the so-called Cassot case or the voluntary resignation of the leading and most progressive professors of Moscow University in 1911.

Creation and development

An extensive and extensive network of scientific and practical institutions of the psycho-neurological direction existed in Russia at the time Chelpanov started its activities at Moscow University, the most striking of which was the metropolitan complex of clinics, educational and research institutions in St. Petersburg , created under different names by Vladimir and under the auspices of Vladimir Bekhtereva . In addition, outside the capital, there was also the Psychological Laboratory at the Psychiatric Clinic of Moscow University, established by Kozhevnikov as early as 1888, and a number of other similar research centers and scientific organizations in Odessa, Kazan, Kharkov and other cities.

Nevertheless, the Psychological Institute, established in 1912 and opened in 1914 by Georgy Ivanovich Chelpanov , a professor at Moscow University, was formally Russia's first research and educational “psychological institute” itself. The institute was created as one of the divisions of Moscow University . Funds for the creation of the institute were donated by well-known Russian philanthropist Sergey Ivanovich Schukin . In Imperial Russia there were numerous similar projects based on private donations, such as, for example, the organizational initiatives of V. M. Bekhterev in St. Petersburg / Petrograd and throughout the Russian Empire in the pre-revolutionary period. Nevertheless, the investment of S. I. Schukin in psychological science was supposedly the largest of them in terms of the amount of invested capital. Schukin accompanied his major contribution with a letter addressed to the rector, in which he wrote: “Sympathizing with the development and dissemination of philosophical and psychological knowledge and wishing to assist Moscow University in achieving this goal with the device of an appropriate educational support institution, I have the honor to declare to your Excellency that when attaching a security note of the State Bank for the deposit of 100,000 p. (one hundred thousand rubles), I donate them to the device of the Psychological Institute at the Department of Philosophy of the Faculty of History and Philology of Moscow University ”. His generous gift for the construction and procurement of the Psychological Institute, which together amounted to 120 thousand rubles, Schukin stipulated two conditions: first, the institute must be located on the territory of Moscow University, second, it must bear the name of the patron’s late wife Lydia Grigorievna Schukina. Both of these conditions were fulfilled: the building of the new institute was erected in the beginning of the 20th century on Mokhovaya Street and belongs to the historical complex of buildings of the Imperial Moscow University built in the middle of the 19th - beginning of the 20th centuries ^{[3] [4]} .

Chelpanov created a new institute, having carefully studied a number of foreign analogues and precedents that existed at that time, for which he undertook a special trip to Europe and America ^[5] : the institute in Moscow was created in the image of a dozen psychological institutes in Western Europe (mainly in Germany ) and the USA, in particular, according to the model of the first psychological laboratory under the leadership of Wilhelm Wundt at the University of Leipzig , as well as the institutes of psychology in Berlin (head Stumpf), Bonn (Külpe, Bühler), Würzburg (Marbe). In preparing for the establishment of the institute in Moscow, Chelpanov specially visited these psychological institutes and studied the structure and organization of nine more psychological institutes in the United States (at universities: Columbia, Chicago, Michigan, Stanford, Cornell, Yale, Clarke, Harvard and Wesley at the University of Philadelphia) ^{[ 6]} . In contrast to the institutions of predecessors in Western Europe and America, the Psychological Institute. L. G. Schukina was organized in a building erected in Moscow for these purposes and built according to a special plan.

The goal of creating an institute in Moscow declared by Chelpanov was to unite general and experimental psychology, create a general psychology and develop psychology as a single scientific discipline that is fundamentally different and separate from other scientific disciplines:

At the same time, Chelpanov openly opposed the very idea of ​​using psychology in public practice. Thus, applied psychology did not have a place in the new institute, and applied psychological research, for example, in the field of education, psychotherapy or a medical clinic, was actually driven out of the Chelpanov Institute ^{[8] [5] [9]} . This state of affairs persisted until the revolutionary events of 1917 and the coming to power of the Bolshevik government.

After the 1917 revolution, the Institute remained, as before 1917, as part of the administrative structure of Moscow University. In 1921, by a government decree of March 4, a network of five humanitarian research institutes, including the Institute of Scientific Philosophy , was created at the Faculty of Social Sciences of Moscow University, and in March 1923, in parallel with the formation of the RANION , the structure of the Institute changed and included, along with others, a section of psychology. The structure of this section at various times included many employees of the Institute of Psychology. Thus, from March 1923, the research work on the problems of psychology, carried out within the framework of Moscow University, should have been concentrated in the psychology section of the Institute of Scientific Philosophy until the full subordination of the Institute of Psychology to the Institute of Philosophy ^[10] . Nevertheless, the plans for the complete reassignment of the Institute of Psychology to the philosophical institute were not destined to be realized. The positions of the pre-revolutionary leader Chelpanov in the new Soviet institution weakened and were subject to public critical discussion as early as 1921 ^[9] , and by the end of 1923 Chelpanov was removed from his post as director of the Institute of Psychology. The management of the institute passed to a new director, KN Kornilov , the closest student of Chelpanov, who announced a new course for the development of the institute aimed at building a truly Marxist psychology. On the other hand, in the second half of 1924, the future academician A. M. Deborin was appointed director of the Institute of Scientific Philosophy, and the psychological section at this institute was abolished ^[10] .

In 1926, the Institute was removed from Moscow University and was reassigned to the structures of the RANION ^[11] . In this form, that is, almost uncontrollably and “independently”, the institute existed under the leadership of Kornilov until 1930.

In 1930 , during the inspection and audit of the Institute of Experimental Psychology of the Russian Academy of Medical Sciences, the Rabkrin Commission identified the ineffectiveness of the work of this scientific institution and the improper use of allocated budgetary funds ^[12] . As a result, in November 1930, Kornilov was removed from the management of the institute, the institute was fundamentally reorganized and renamed, and A. B. Zalkind was appointed director ^[13] .

Just a few months later, in the late winter-spring of 1931 ^[14] , a critical scientific discussion on discussion took place at the reorganized and renamed State Institute of Psychology, Pedology and Psychotechnics (GIPPP) under the guidance of Zalkind and with the active participation of Vygotsky, Luria and others. theoretical positions and practical application of the so-called “reactorological” concept of Kornilov (otherwise: “reactorology” of Kornilov) ^[15] , during which this trend in psychology was criticized and removed from the agenda of the institute ^[16] :

  When a few years ago we came to the Psychological Institute to replace GI.  To Chelpanov, we, undoubtedly, all constituted a united front, which should now be clearly assessed as mechanistic.  What was our main mistake?  All employees of the institute tried to build psychology as a natural, and not as a social science;  It is on the basis of this basic position that we have worked for many years.  This provision should now be rated as wrong;  human behavior is a product of complex historical development and cannot be expressed in the system of natural science concepts;  in the historical development of man, qualitatively new forms of behavior appear, which are social in their genesis and which remove primitive organic forms of behavior.  Psychology is the science of how social behavior reorganizes the biological in human behavior and how new psychological categories arise as a result of historical development.  If this is correct, and I believe that human psychology is primarily a science of those forms of behavior that arise in the process of historical development, then, of course, this determines the place of psychology in a number of sciences, its specific content, and its methods.  It is clear that the study of reactions will not occupy a central place in our system of psychology ( from the report of Luria ) [15] .

At the same time, that is, in the spring-summer of 1931, the organizational structure of the institute was changed, with the result that some employees lost their leadership positions, for example, as part of a disbanded collective management body, that is, the institute board. Other employees, on the contrary, went up: for example, as a result of the purges and reorganization of the management staff, an employee of the institute since 1924. Lev Vygotsky was promoted and transferred from the post of “1st grade employee” to the “full members” of the institute (see Record 24 of March 1, 1931 in the Vygotsky Labor Book ^[17] ).

In December 1941, the Institute of Psychology in Moscow was reassigned and again, as at its foundation, became part of Moscow University ^[2] . However, soon, in the autumn of 1943, the Academy of Pedagogical Sciences of the RSFSR (APS of the RSFSR) was established and the institute again changed its submission and became one of the structural divisions of the new Soviet Pedagogical Academy. After the reorganization of this Academy in 1966 and the creation of the All-Union Academy of Pedagogical Sciences of the USSR, the Institute of Psychology remained in its structure as an organization of all-Union importance, the Institute of Psychology of the USSR Academy of Pedagogical Sciences.

In 1971, under the auspices of the USSR Academy of Sciences and under the leadership of B. F. Lomov , another all-Union profile psychological institute was founded: the Institute of Psychology of the USSR Academy of Sciences (in our time: Institute of Psychology of the Russian Academy of Sciences, IP RAS). As a result of this landmark event, the Institute of Psychology of the USSR Academy of Pedagogical Sciences was significantly limited in its rights and powers, was relegated to the background and renamed again. So in 1970, the Research Institute of General and Pedagogical Psychology of the Academy of Pedagogical Sciences of the USSR arose, once again modified after the collapse of the Soviet Union and received a new name in 1992: Psychological Institute of the Russian Academy of Education (PES RAO).

In 1999, the Psychological Institute of the Russian Academy of Education, Moscow State Psychological and Pedagogical University and the network of urban centers of practical psychology formed a single scientific and educational complex (NOC) "Psychology" ^[18] .

Historical names

For all the time of its activity, the institute has changed several names:

• 1912 - 1924 : Psychological Institute. L. G. Schukina
• 1924 - 1926 : Moscow State Institute of Experimental Psychology
• 1926 ^[19] - 1930 : Moscow State Institute of Experimental Psychology of the Russian Association of Research Institutes of Social Sciences ( RANION )
• 1930 - 1934 : State Institute of Psychology, Pedology and Psychotechnics (GIPPiP) of the Russian Association of Scientific Institutions of Marxist Pedagogy
• 1934 - 1937 : State Institute of Psychology
• 1938 - 1944 : Central Research Institute of Psychology
• 1944 - 1969 : Research Institute of Psychology of the Academy of Pedagogical Sciences of the RSFSR
• 1970 - 1992 : Research Institute of General and Pedagogical Psychology of the Academy of Pedagogical Sciences of the USSR
• 1992 - 2002 : Psychological Institute of the Russian Academy of Education
• 2002 - 2008 : State Scientific Institution "Psychological Institute of the Russian Academy of Education"
• 2008 - 2011 : Establishment of the Psychological Institute of the Russian Academy of Education
• From December 2011 to the present: Federal State Scientific Institution "Psychological Institute" of the Russian Academy of Education

Institute Leaders

• 1912 - 1923 , November ^[2] : G. I. Chelpanov
• 1923 , November ^[2] - 1930 , November ^{[11] [10]} : K. N. Kornilov
• 1930 ^[5] - 1931 : T.L. Kogan ( and about. ) ^[19]
• 1931 - 1931 , December 26 ^[20] : A. B. Zalkind (in 1930-31: deputy director Spielrein, I. N .; scientific secretary Vedenov, Al-dr Vas; manager, May, Sem. Abbr; department. personnel Talankin, A. A.) ^[21] .
• 1932 ^{[22] [19]} - 1937 : V.N. Kolbanovsky (in 1935-36: deputy director - Kornilov, K.N.; from autumn 1934 to autumn 1935, scientific secretary - Razmyslov, P.I. ^[23] )
• 1938 ^[19] , March ^[5] - 1941 : KN Kornilov ( appointed to the post for the second time ; from 1939 to July 1941, deputy director for research work - Razmyslov)
• 1941 , December ^[11] - 1942 , October ^[5] : N. A. Rybnikov ( and about. )
• 1942 , October ^[5] - 1945 : Corresponding Member. USSR Academy of Sciences S. L. Rubinstein
• 1945 - 1973 : action. Member of the USSR APN A. A. Smirnov
• 1973 - 1983 , 1991 - 1992 : acts. RW member V.V. Davydov
• 1983 - 1991 : act. RAO member A.M. Matyushkin
• 1992 - 2014 : action RW member V. V. Rubtsov ^[24]
• From January to December 2014: Corresponding Member RAO S. B. Malykh ( and about. )
• from December 2014: V.V. Rubtsov ( and about. part-time part-time; appointed to the post again ) ^[25]

1. Laboratory of age-related psychogenetics (supervisor - S. B. Malykh, Doctor of Psychology. Prof., Corresponding Member of RAO)
2. Laboratory of Self-Regulation Psychology (supervised by - V.I. Morosanova, D.Sc. in Psychology, Prof.)
3. Laboratory of Differential Psychology and Psychophysiology (supervised by MK Kabardov, Dr. of Psychology, Prof.)
4. Laboratory of ontogenesis of individual differences (headed by M.S. Egorova , Dr. of Psychology, Corresponding Member of the Russian Academy of Education)
5. Laboratory of Social and Psychological Problems of Personality Development (supervised by - I. G. Dubov, Doctor of Psychology)
6. Laboratory of Ecopsychology of Development (headed by V.I. Panov, Dr. of Psychology, Professor, Corresponding Member of the Russian Academy of Education)
7. Laboratory of Psychology of Giftedness (supervised by - EI Shcheblanova, Doctor of Psychology)
8. Laboratory of Scientific Foundations of Children's Practical Psychology (supervised by A.D. Andreeva, PhD in Psychology)
9. Laboratory of Psychology of Teaching (head. - E. D. Bozhovich, Ph.D., Psychology)
10. Laboratory of scientific fundamentals of psychotherapy and counseling (hands. - T. V. Snegireva, Ph.D. in Psychology)
11. Laboratory of Psychological Foundations of New Educational Technologies (headed by V. V. Rubtsov , Doctor of Psychology, Professor, Academician of the Russian Academy of Education)
12. Laboratory of Personality-Oriented Education Psychology (supervised by - I. S. Yakimanskaya, Doctor of Psychology, Prof.)
13. Laboratory of Psychological Problems of Artistic Development (headed by A. A. Melik-Pashayev, Dr. of Psychology)
14. Laboratory of Psychology of Personality Professional Development (supervised by - L. M. Mitin, Doctor of Psychology)
15. Laboratory of Mental Development of Preschoolers (supervised by S. Yu. Meshcheryakova-Zamogilnaya, Candidate of Psychology)
16. Laboratory of junior schoolchild psychology (supervised by D. B. Elkonin, Doctor of Psychology, Professor)
17. Laboratory of Psychology of a Teenager (supervised by - TD Martsinkovskaya, Doctor of Psychology. Prof.)
18. Group of psychology of school textbooks (supervised by G. G. Granik, Dr. of Psychological Sciences, Professor, Academician of the Russian Academy of Education)
19. Scientific and Practical Center "Psychological safety of the educational environment and psychological support of activities in extreme situations" (supervised by - I. A. Baeva, Dr. of Psychological Sciences, prof.)
20. Scientific archive (supervisor - E. P. Guseva, PhD in Psychology)
21. Information group

In the Psychological Institute were established large domestic scientific schools in psychology, associated with the names of their founders:

• Scientific school of G. I. Chelpanov : an integrated approach aimed at integrating general psychological and experimental psychological knowledge in the study of the psyche.
• The scientific school of L. S. Vygotsky - A. R. Luria - A. N. Leontiev : a cultural-historical approach and a theory of activity.
• B. Teplova School of Science : a systematic study of the physiological bases of individual psychological differences (differential psychophysiology).

The main areas of research of the modern Psychological Institute of the Russian Academy of Education are combined into four large projects ^[26] :

1. Patterns of mental development of a person as an individual, a subject of activity, personality and individuality: an integrated approach.
2. Psychological foundations of the development and training of the child in the modern socio-cultural context.
3. Theoretical, methodological and organizational basis of the psychological support of modern education.
4. Psychology of safety in education and psychological support of activities in an extreme situation.

In addition to this, and pursuant to the resolution of the Presidium of RAO “Childhood as a strategic resource for the development of society” ^[27] FGNU “Psychological Institute” RAO carries out 6 more projects:

1. Personal, social and professional self-determination of the individual and the development of social (civil, ethnic, cultural, gender) and personal identity in adolescence and youth in the transition to a post-industrial multicultural society.
2. Personality development in children, adolescents and young people in the conditions of informational socialization and new educational and developing media-mediated environments.
3. Program content, psychological and pedagogical technologies and teaching methods that ensure the formation of universal learning actions as the basis of the “ability to learn” at the elementary, basic and full levels of general education, the criteria and tools for assessing their formation.
4. Model of psychological and pedagogical support of students in the context of the implementation of the GEF general education of the second generation.
5. Psychological and pedagogical foundations of the development of general and special talents of children and adolescents.
6. Theories and methods of improving the efficiency of training, retraining and advanced training of workers and personnel with higher and secondary vocational education in accordance with the rapidly changing needs of the labor market and the requirements of society to the identity of a citizen.

The staff of scientific divisions of the Psychological Institute of the Russian Academy of Education employs 237 people, including 3 full members of the Russian Academy of Education, 3 corresponding members of the Russian Academy of Education, 52 doctors of science, 108 candidates of science. More than 70 employees of the Institute are laureates of the prizes of the President and the Government of the Russian Federation in the field of education.

Since the 1990s, the Psychological Institute has been carrying out research and development in the framework of the main federal programs: "Children of Russia", "Children of Chernobyl", "Health of the Population of Russia", "Gifted Children", "Disabled Children" ^[28] , "State Standard pre-school education ”, the priority national project“ Education ”, as well as the urban programs of the Moscow Government“ Education and Health ”,“ Metropolitan Education ”(currently“ Metropolitan Education - 6 ”),“ Modernization of Moscow Education ”,“ Our New School ".

The Psychological Institute of Russian Academy of Education introduces into practice models of psychological support for modern education: educational programs that meet the requirements of new SES and GEF, the parameters, means and conditions for development (cognitive, motivational, regulatory, personal, professional, artistic) of subjects of the educational space, a system for assessing the quality of educational results , methods of organizing a comfortable educational environment.

Developments of the Psychological Institute of the Russian Academy of Education, carried out under the direction of I. V. Dubrovina, made a significant contribution to the development of the system of psychological assistance. The staff of the Institute has developed a scientific concept, organizational models, psychological tools of the service, which are implemented both at the federal and regional levels.

Targeted psychological support systems for various categories of children (gifted children, children with developmental disabilities, deviant children, orphans, etc.) have been developed and introduced into educational practice.

Psychological Institute is also engaged in the creation, testing and implementation of modern psychological methodological tools, both research and diagnostic.

• Theoretical and Experimental Psychology
• New research in psychology

In 1971, the Institute was awarded the Order of the Red Banner of Labor .

Over the past 15 years, 15 research teams of the Institute have become laureates of the prizes of the President and the Government of the Russian Federation in the field of education. The high level of research and development of the psychological institute is confirmed by an independent expert assessment conducted in 2000 by the Psychological Newspaper. Within the framework of the authoritative national competition “Professional Results of the Century,” the institute received a prize in the nomination “Collective Contribution to Psychological Science” - “ Golden Psyche ”.

• E. Yu. Gorbunova. Philanthropists and philanthropists in the history of Moscow University / editor: V.I. Tropin. - Moscow : Moscow University Press, 2010. - 320 p. - ISBN 978-5-211-05745-6 .

• Psychological Institute in Moscow: Russian Center for Psychological Science, Culture and Education. Documentary chronicle of the 100th anniversary of its foundation . - M. SPb. : Nestor-History, 2012. - 280 p., Il. (Ed. 2nd, revised and supplemented - M.; SPb.: Nestor-History, 2013).
• Botsmanova M.E., Guseva E.P., Ravich-Scherbo I.V. Psychological Institute on Mokhovaya (historical sketch) / Ed. ed. V.V. Rubtsov, A.D. Chervyakov. - M .: PI RAO, 1994. - 92 p.
• The official website of the Institute
• Speeches and greetings at the grand opening of the Psychological Institute. L. G. Schukina at the Imperial Moscow University // Vopr. psychol. - 1992.
• N. Masolikova, M. Yu. Sorokina. Around Chelpanov: New Documents on the Psychological Debate of 1923—24. // The main directions of development of domestic and foreign psychology. Arzamas, 2012. p. 106-118.
• From the works of the Psychological Institute. L. G. Shchukina at the Imperial Moscow University. TI Issue 1 - 2. p. 273-279. Psychological Institute at Moscow University. History // Vopr. psikol. - 1992.
• N.A. Rybnikov. How the Psychological Institute was created // Vopr. psychol. - 1994. - № 1. - p. 3-11.
• From the autobiography of N. A. Rybnikov - one of the first members of the psychological institute // Vopr. psychol. - 1994. - № 1. - p. 11-19.
• Gordon G. O. From the memories of G. I. Chelpanov / / Vopr. psychol. - 1995